Academic developers as drivers of change: Centering voices for learning

Session Time and Location

Date:
Wed, 6 Jun 2018
Time:
Time:
9:15am to 10:45am
Room: Room:
Dunwoody A
Session Track
Session Format

Speaker(s)

Within many higher education institutions, Western perspectives guide how knowledge is produced and shared. Curriculum transformation can potentially create a more balanced worldview or a centering of more voices. Online and Blended Learning has been lauded as offering possibilities for transformation. Academic Developers are poised to play a critical role in positioning OBL as a strategic point for change.  Drawing on perspectives on curriculum decolonising and on instructional design frameworks, this session engages participants in an interrogation of the role of Academic Developers in stimulating/supporting transformation through re-visioning the application of alternative design frameworks to online and blended learning.

 

  • Session References +

    Christensen, C. M. and  Eyring, H. J. (2011). The Innovative University: Changing the DNA of Higher Education, New York, New York, USA: John Wiley & Sons.

    De Lissovoy, N. (2010). Decolonial pedagogy and the ethics of the global. Discourse: Studies in the Cultural Politics of Education. 31(3) pp. 279-293.

    Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education 1(1). http://dx.doi.org/10.4102/the.v1i1.9

    Horn, M.B. and Staker, H. (2014) Blended: Using Disruptive Innovation to Improve Schools , San Francisco: Jossey-Bass. Accessed on February 20, 2018  from https://www.christenseninstitute.org/blended-learning-definitions-and-models/

    Le Grange, L. (2016).  Decolonising the University Curriculum.  South African Journal of Higher Education, 30( 2), 1-12.

    Nakata,M. N. Nakata, V. Keech, S. and Bolt, R. (2012). Decolonial goals and pedagogies for Indigenous studies. Decolonization: Indigeneity, Education & Society (1)1, 120-140.

     Thaman, K.H. (2003).  Decolonising Pacific Studies: Indigenous perspectives, knowledge and wisdom in higher education. The Contemporary Pacific,15(1) 1-17.